Thèses sur le sujet « Education, Physical|Health Sciences, Recreation|Biology, Physiology »
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Siebert, Christopher Michael. « Heart Rate and Accelerometry during Footbag Net Singles Play ». Portland State University, 2013.
Moore, Tracy. « The physical activity habits and body image perceptions of students in a rural healthy Ontarian elementary school ». Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27599.
Williamson, Megan L. « The difference in physical activity levels and attention in preschool children before and after free play recess and structured play recess ». Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618843.
Childhood obesity rates have increased three-fold since 1980 and up to 80% of obese children become obese adults. Since young children are forming habits that they will carry with them into adulthood, preschool represents an ideal setting to instill proper physical activity habits. Therefore, the purpose of this investigation was to assess the amount of physical activity in preschool children during three different recess conditions on separate days: free play, structured play and a control (non-active) condition.
Physical activity levels were measured in preschool children (N = 22) during three, 30-minute recess conditions; control, structured play recess, and free play recess. Children wore accelerometers for the duration the school day (165 minutes) for three days. Accelerometer counts during the recess sessions and for the entire school day were recorded. Each recess condition was completed on a separate day, but all during the same week. After all three recess conditions had been completed; the child was asked which recess period they preferred.
Children accumulated significantly (p = 0.001) more accelerometer counts during recess and for the entire school day in the free play (570 ± 460 counts.min-1 at recess; 632 ± 232 counts.min-1 during school day) and structured (1,416 ± 448 counts.min-1 at recess; 629 ± 200 counts.min-1 during school day) recess conditions versus the control condition (570 ± 460 counts.min -1 at recess; 462 ± 200 counts.min-1 during school day). Accelerometer counts during recess and for the entire school day were not different (p = 0.9) between the free play and structured recess conditions. All children indicated that they preferred either the structured play (55%) or free play (45%) recess conditions over the control recess condition.
Presently both a structured play and free play recess condition were equally successful in increasing physical activity behavior and were preferred versus a non-active recess condition. Providing pre-school children with the opportunity to be physically active during recess successfully increases physical activity during the school day and is preferable to a sedentary recess.
Rebold, Michael J. « THE EXPERIMENTAL EFFECT OF PARENTAL INFLUENCE ON CHILDRENS PHYSICAL ACTIVITY ». Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400363235.
Krasnoff, Joanne B. « Health-related fitness, physical activity, and non-alcoholic fatty liver disease ». [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274261.
Source: Dissertation Abstracts International, Volume: 68-07, Section: B, page: 4315. Adviser: Janet P. Wallace. Title from dissertation home page (viewed Apr. 15, 2008).
Stapleton, Jill. « The effect of physical training on body heat regulation ». Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28141.
Lombardi, Raymond M. « Bone density as a source of error measuring body composition with the BOD POD and iDXA in female runners ». The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1325172432.
Lyons, Mary Regina 1964. « The relationship between axial and appendicular bone mineral density and lifetime leisure physical activity in healthy white males and females, ages 35-85 years ». Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278264.
Wiseman, Oliver. « The Effects of Birth Order, Personality, and Mental Toughness on Performance in CollegiateBasketball ». Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560928.
This study investigated the relationships between birth order, personality, mental toughness, and performance as they relate to trained collegiate athletes in the sports of Men's and Women's Basketball. There were three variables measured: personality, mental toughness, and performance. There were 238 participants in this study: 149 females and 89 males. All participants were NCAA collegiate basketball players. Participants' ages ranged from 18 to 24. Participants were administered the NEO Five Factor Inventory questionnaire to assess personality, while mental toughness was assessed using the Mental Toughness Scale (Madrigal & Hamill, 2013). To measure performance, statistics were obtained from the 2013-14 collegiate regular season and computed into an overall performance score (Ramos-Villagrasa & Navarro, 2013). Correlational analyses were conducted to determine the relationships between birth order, personality, mental toughness, performance score, and performance statistics. Based on past research, it was hypothesized that middleborns would score the highest in mental toughness while firstborns would score higher than lastborns (who will score the lowest). Hypotheses for the big five traits were as follows: Openness: middleborns would score the highest, followed by lastborns, then firstborns. Conscientiousness: firstborns would score the highest, then middleborns, then lastborns. Extroversion: middleborns would score the highest, then firstborns, and finally lastborns. Agreeableness: lastborns and middleborns would not differ, but would both score higher than firstborns. Neuroticism: lastborns would score highest, followed by firstborns, then middleborns. It was hypothesized that high conscientiousness and extroversion, along with low neuroticism would indicate higher mental toughness, while other big five traits would not factor into determining mental toughness. Higher mental toughness scores were hypothesized to result in higher performance scores. Middleborns were hypothesized to have the highest performance scores, followed by firstborns, and finally lastborns. The results of this study did not support any of the hypotheses regarding birth order. The results did support the hypothesis that high conscientiousness and extroversion, along with low neuroticism would predict higher mental toughness. The results also partially supported the hypothesis that higher mental toughness would yield higher performance scores.
Chaumpanich, Kritsakorn. « Kinect™ Based Biology Education System ». University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1427864008.
Willhaus, Janet. « Measures of physiological and psychological stress in novice health professions students during a simulated patient emergency ». Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587191.
Learning to provide emergency care alone and with others in the clinical environment imposes unexplored stresses on novice caregivers. It is unclear whether this stress inhibits or promotes performance and learning. Many academic health professions programs incorporate simulation as a method for teaching patient care emergencies. This study employed a modified switching replications design to explore the relationships and differences between psychological, physiological, and performance measures in health professions students who participated in acutely stressful health care simulation scenarios. Twenty-seven volunteer participants recruited from nursing, medicine, pharmacy, physical therapy, occupational therapy and speech therapy were assigned to teams in either a simulation treatment or a control group. Teams participated in two simulations scenarios where a fallen patient required assistance. Subjects in the simulation treatment groups received a standardized training module called the First Five Minutes® between simulation experiences. Mean heart rate, maximal mean heart rate, salivary alpha amylase levels, and salivary cortisol levels were compared at intervals before, during, and after each simulation scenario. Psychological stress was evaluated using the Stressor Appraisal Scale (SAS). Team performance during scenarios was scored by independent evaluators using an skills checklist adapted from a standardized commercially available training module, The First Five Minutes™. Performance scores improved in both groups during the second simulation. Mean performance scores of the simulation intervention teams (M = 14.1, SD = 1.43) were significantly higher (t = 4.54, p < .01) than the performance scores of the control teams ( M = 10.6, SD = .96). Psychological and physiological measures did not significantly predict performance. Psychological and physiological indicators were reactive to the simulations across time, but did not differ significantly between the control and simulation intervention groups. This investigation explored the multi-dimensional nature of stress (psychological and physiological) that health professions students experience while learning. Simulation intervention did significantly improve group performance, but did not mitigate individual participant stress. Future research should include study with teams of working professionals to determine whether performance and stress measures differ with experience and expertise.
Dobbs, Tammy J. « Discrete Trial Instruction| Comparing the Abbreviated Performance Feedback and Lecture Test Models ». Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646869.
Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.
Friedl, Christina Renee. « Comparative Analysis of SRY Promoter Sequences on the Human and Rat Y Chromosome ». University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1376484138.
Weber, Annalisa D. « Rule-Adherence Within the Mountain Gorilla Tourism Industry ». Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1431016645.
Scarlett, Michael A. « Can a comprehensive transition plan to barefoot running be the solution to the injury epidemic in American endurance runners ? » Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1830.
Snook, Erin. « Symptoms and physical activity behavior among individuals with multiple sclerosis / ». 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337903.
Source: Dissertation Abstracts International, Volume: 69-11, Section: B, page: 6622. Adviser: Robert Motl. Includes bibliographical references (leaves 216-242) Available on microfilm from Pro Quest Information and Learning.
Hartley, Tim. « The relationship of physiology and training to 10 km performance in female athletes ». Thesis, 2003. http://hdl.handle.net/1828/1068.